Department of Education

Western Australian Curriculum Support

Implementation of the Western Australian Curriculum
Implementation of the Western Australian Curriculum
The Western Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Western Australian students.

Western Australian Curriculum Support

Western Australian Curriculum SupportTargeted Support ‹ Graduate Teacher Induction Program

Graduate Teacher Induction Program

Induction overview

The Department has developed a suggested approach to induction aligned to the AITSL graduate teacher induction guidelines.

Graduate Teacher Induction program Elaborations In place         To be considered
Graduate Teacher Induction Program: Awareness and origin Share knowledge of graduate teacher entitlements and expectations. 

Refer to:

Time allocation Negotiate the use of graduate release days with your teacher.
  • This additional graduate release time can be used to meet the needs of the graduate teacher, including for example, participation in other professional learning or coaching sessions.
  • While it is expected that this time allocation is available to graduates on a regular basis, it can be accumulated.
  • Allocate time for induction information to be consolidated as part of practice.
  • Use time to provide coaching and/or mentoring to integrate induction information into practice.
Professional learning Ensure graduates attend eight professional learning days in the first 30 months of teaching.

The eight days are fully funded.


The AITSL Graduate to Proficient: Australian guidelines for teacher induction into the profession outline a research an evidence-based approach to inducting early career teachers into the profession and school.

The most effective teacher induction:

  • is extended (usually about two years)
  • is embedded into daily practice
  • emphasises skill development and inquiry into practice
  • focuses on maximising teacher impact on student learning
  • builds on pre-service training
  • addresses both personal and professional demands of the role
  • involves a range of agencies and individuals working to support the graduate
  • is delivered in settings with strong learning cultures and professional relationships.

Focus areas

Induction programs that make a difference focus on four key areas:

Professional practices

The knowledge and skills involved in effective teaching are substantial.

Professional identity

Every teacher develops a teaching identity made up of their knowledge about good teaching, their relationships with peers and the community and their understanding of the significance of their profession.


Teaching offers challenges and rewards, not only professionally, but personally. The role requires resilience, emotional wellbeing and supportive connections with other professionals.


Like all professions, teaching takes place in an institutional context. This requires understanding of formal requirements (policies, practices, procedures and compliance demands) and informal ways of operating (cultural, interpersonal and administrative).

Graduate Teacher Induction Program

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